The aim of this study was to examine the effect of the flipped classroom model on the academic achievement of 7th grade students in the Living Democracy unit of the Social Studies course according to the activity-based constructivist approach. The research was conducted in two different secondary schools in Erzurum province (east part of Turkey), located in the east of Türkiye, during the second semester of 2015-2016 academic year. A quasi-experimental design was used in the study. The experimental and control groups were matched by analyzing the 5th and 6th grade point averages and pre-test results of the students. The "Social Studies Academic Achievement Test" was applied to the experimental and control groups as a pre-test and post-test. During the research, the data obtained from the achievement test were analyzed using t-tests and one-way ANOVA tests. Additionally, it was determined whether there were significant differences in the academic achievement of the students in the experimental and control groups according to the educational status of their parents. The results indicate that the flipped classroom model has a more significant effect on students' academic achievement than the activity-based constructivist approach.

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